This report summarizes results of ethnographic research and a survey on how home climate, school climate, and interaction between the two might affect learning and school behavior among students of different racial/ethnic groups, sex, and socioeconomic background; and provides guidelines for measuring and improving equity in multicultural schools. Based upon a study conducted among seventh graders of five different ethnic groups in several schools in Boston, Massachusetts, it is concluded that: (1) outcomes vary among different ethnic groups within the same school; (2) some schools are more equitable than others; (3) schools vary more than homes; and (4) higher ratings of school climates than home climates on a number of factors often lead to positive school outcomes (higher achievement and higher attendance). Use of a survey questionnaire developed for the study is suggested for educators who wish to determine general school climate and to measure the extent of equity in schools. Indicators of school outcomes and school climate are described, and ways in which selected school climate characteristics might be improved are discussed. A procedure presented for improving equity in multicultural schools considers such steps as initiative-taking; forming school improvement teams; developing a team work plan; setting clear purposes; collecting assessment data; analyzing data; developing a school improvement plan; implementing the plan; and evaluating results. (Author/MJL)